The Efficacy of Training Cooperating Teachers: Investigating an Assumption

• In Event: Innovations in Supervision: Explorations of the Relationship Between Teacher Candidate, Cooperating Teacher, and University Supervisor

Abstract

Teaching is an applied profession and requires authentic clinical experiences to prepare new teachers. These clinical experiences occur in the classrooms of experienced teachers, who directly supervise candidates’ acquisition of professional competencies. Given the role that Cooperating Teachers (CTs) play, how does a university-based preparation program ensure that CTs are prepared to fulfill this responsibility? Does experience alone suffice, or does serving as a CT require training? The purpose of this study was to investigate the effects of a training program for CTs in a teacher preparation program. The study examined differences between trained and untrained CTs in process variables (e.g., CTs’ sense of self-efficacy for mentoring candidates)and outcome variables (e.g., ratings of candidates’ performance).

Authors

• Christopher R. Gareis, College of William and Mary

• Leslie Grant, Old Dominion University